EFFECTIVENESS OF THE PASSIVE INNER POWER THERAPY
IN CASE OF AUTISM
SULISTIYAWATI HOEDIJONO
PAMUJI
SYAFRIYANUR
HARYADI SUPARTO
SURABAYA 2005
1
EFFECTIVENESS OF THE PASSIVE INNER POWER THERAPY FOR AUTIS CASES
SULISTIYAWATI HOEDIJONO, PAMUJI, SYAFRIYANUR, HARYADI SUPARTO
INTRODUCTION
The growth and development of a child are very important phases in the adultery process. Many
constrains and obstacles can influence the process causing several disorders and diseases. Some
infectious diseases make impairment either physics or mental e.g. poliomyelitis, meningo-encephalitis,
ricketts etc. Furthermore delivery process disturbance or antenatal period complications such as obstruct
labor, eclampsi, anemia or malnutrition during pregnancy will affect the infant. Congenital malformation,
premature, cerebral palsy and others are some manifestations caused by pregnancy and delivery
abnormalities.
In the last decade clinicians and researchers found many child development disorders such as
autism, attention deficient hyperactive disorder, cerebral palsy, congenital blindness, congenital deafness
etc. These kinds of abnormalities need special attention and taken care by clinicians, researchers and
parents. Many studies have been done on all aspects to find solutions for treatment of the suffered
cases.
The costs of diagnostics, management of treatment, diet and education are very expensive with
unsatisfied results.
Autism is one of the abnormal developments in childhood in an increasing number of cases. This
condition stimulates many researchers and clinicians in trying to find optimal diagnostics criteria, etiology
and management of therapy with so many progressive and impressive results .The popular therapy at
present consist of medicamentosa, diet and behavior, educational therapy as integrative therapy. In some
cases there are good results after intensive and integrative therapy that allow children to live normally
with special understanding by their family and in a suitable job.
Moreover, Alternative and traditional therapy have remarkable progress to treat several disorders
and diseases. Either Western or Eastern Countries conduct many studies to explore potential wealth to
find the effectiveness of alternative and traditional therapy. As resource of traditional medicine, people of
the Republic of China combine Conventional and Traditional Chinese Medicine to treat Cerebral Palsy,
Mongoloid. In the Center Clinic for Cerebral Palsy at Taiyuan, Shanxi Province they give serial therapy
consist of: Massotherapy using special herbal cream, Physiotherapy, Hyperbaric oxygenation, speech
therapy, aquapuncture using vit B12, B1, herbal solution and accupuncture. (Sulistiyawati report, 2002)
Inner power (Chi, bioenergy) can be produced by any person. Everybody has potential inner
power, but to create the power someone should do some exercise. Many exercises are known e.g.
Taichi, Meditation, Respiratory exercises etc.
Inner Power Research and Development Laboratory, Indrapura 17 Surabaya.
Inner Power Research and Development Laboratory at Health System and Policy Research and
Development Center (HSP R& D Center, Indrapura 17 Surabaya, East Java, Indonesia). This Laboratory
is a partnership unit between HSP R&D Center and Yayasan Satria Nusantara.
This Laboratory started since February 22 nd 1992. Many research have been done funding by Sub
Directorate of Traditional Medicine Ministry of Health, Satria Nusantara and Personal funding. This
laboratory had 3 main activities as such as: Short Course for inner power healers, seminar or symposium,
services, research. Yayasan Satria Nusantara has more than 100 branches all over the country. Some
branches are international e.g. Netherlands, Belgium, Australia.
This table below show the research has been done since 1992- 2005.
Table 1. Research of Inner Power by Inner Power R&D Laboratory
2
Surabaya, Indonesia 1992- 2005
NO
DISEASES
DISORDERS
METHODE
1.
Anaemia
2
Diabetic Mellitus
13cases received
passive Innerpower
during 2 months
Pre-post design
3.
Hypertension
4.
Morbus Hansen
(Leprosy)
5.
Schizophrenia
3 min received passive
therapy
Case-control
Pre-post study
N = 25 study, 23 control
; passive inner power
therapy
Active exercises , 3
times weekly during
3 mo
Study
case –control
design
N study = 26 control =
10.nths
Passive therapy Cases
at Psychiatric Hospital,
North Sulawesi
6.
Blindness cases
7.
Asthma cases
8.
Congenital
deafness
9.
Cerebral Palsy
12 days exercise
45 sample
pre-post design
Active Therapy
One group Pre-post
study design. N= 15
Active therapy, 3 times
a week for 3 months
Passive therapy
One-group
pre-post
study design
N= 21
Passive therapy 3 times
a week.
Study-control
design
pre-post. N =28
RESULTS
PRINCIPLE
INVESTIGATO
R
Giri Santosa
INSTITUTION
Fasting blood sugar decrease
11,7 gr % in average
BS 2 hrs after meal decrease
60,1 gr in average
Neuropathy decrease
Study
group
Systolic
decrease 9 mmHg, Diastolic
5 mmHg
Sulistiyawati et
al
Inner
Power
R&D
Lab,
Funding by Min
of Health
Hariyadi
Suparto
Inner
Power
R&D Lab
R&D
Inner
Power Lab.
Sensibility of the neural
periphery increase, wounds
healed
Sulistiyawati et
al
R&D
Inner
Power
Lab,
funding by Min.
of Health
Better communication
Lengkana
Personal
funding
Better reading ability.
Titien
Setyobudi et all
Inner
Lab.
Shortness of breath reduced
frequency of asthmatic attack
decreased
Better ability to hear
Sulistiyawati et
all
Min. of Health
Sardjono et all
Personal
Easier to manage, obsessive
&
absurd
movement
decreased
IQ
did
not
increased
significantly
Sulistiyawati et
all
Min. of Health
> 30 yrs old Hb Increase
LSP-SN
Bandung
MATERIAL AND METHODS
3
Power
This study located at Citra Cendekia Therapy Foundation at Sidoarjo regency, East Java Indonesia.
Design of this study is one group pre- post test. Data analyzed used by t- test., compare pre and post
intervention
Respondents : first 21 children joint this study , but 6 discontinued by some reasons the rest 15
respondents received fully intervention package
Data collection :
All respondents examined by 3 psychologists using standard examination to measure 5 aspects includes
of Social interaction, Communication, Motor Behavior, Emotion and Academic.
The scale ranges between 0-4 . The examination performed before and after intervention.
Variables of each aspect :
1. Social Interaction consist of :

Eye contact while talking

Reaction to other people calling
 Embracing reaction
 Playing with others at resting time
 Expression while learning in classroom
 Choice of toys
2. Communication ability
 Speech ability
 Attention to other persons speech
 Expression of emotion and thought ability to others
 Dialog ability
 Repeat obsessive compulsive pattern
 Express their own need and demand
 Using personal substitute while talking
3. Behavior motoric
 Fix at one object
 Jumping without purposively
 Closing the ear if hearing some sounds
 To put objects into their mouth
 Rolling by themselves
 Walking on tiptoe and running head into one direction
 Beating nails and finger
 Put objects in rows in classroom
4. Emotional conditions
 Laughing alone
 To cry alone
 To beat objects
 Obsessive demand
 Destroy themselves

Rules out of regulations
 Empathy to other persons
5. Academic ability
 Color identification
 Number identification
 Format identification
4










Letter identification
Family picture identification
Counting ability
Reading ability
Writing ability
Coloring ability
Dictating ability
Drawing ability
Writing simple object using memory
Complementing puzzle or picture
The intervention : The “ inner power healer” concentrate to transfer his inner power to the
respondents. The energy is transferred to the head and other parts of the body which show abnormalities
in movement during 5 - 20 minutes. This intervention happened 3 times a week for 10 weeks , therefore
they received 30 - 32 inner power passive therapy.
RESULTS
A total of 15 children, 3 girls and 12 boys, age between 4,9 – 9 years old, mean. Disorders consist
of : Delayed learning 3, Mild autism 4, Emotional disorder 1, hyperactive 3, 2 cerebral palsy, combined 2.
The incidence of autism male : female is 4 : 1 (Sasanti Yuniar 2000). Regressive type more than
congenital.
Abnormal motoric behavior found : Hyperactive, Speech disturbance, aggressive, attention deficit,
temper tantrum, insomnia, constipation, frequent and prolong cries, difficult eye contact while talking .
Instruments for collecting data using scaling 0- 4.
1. Social interaction
This study give evidence that the intervention using inner power can increase social interaction ability
among 11 respondents , the rest did not change. The difference range between 1- 5.
Maximal score for the social interaction is 17
Figure 1. Pre-post test Social Interaction Score after intervention
Citra Cendekia School, Sidoarjo, East Java, 2005
( N = 15 )
18
16
14
12
10
8
6
4
2
0
pre
post
1
2
3
4
5
6
7
8
9 10 11 12 13 14 15
2. Communication ability
5
The communication ability of the respondents also gives good results only 2 respondents remained.
But the difference range between 1- 9 (figure 2)
Maximal score communication is 21
Figure 2 . Pre-Post Test Score for Communication ability of respondents
Citra Cendekia School, Sidoarjo, East Java, 2005
25
20
15
Pre
Post
10
5
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
3. Motoric Behavior
Motoric behavior aspect did not show impressive results. Among 15 respondents, 3
show decrease score, 3 no change, only 5 increase the score. (figure 3)
Maximal score motoric behavior is 24
Figure 3. Pre-Post Test Score for Motoric Behavior of respondents
Citra Cendekia School, Sidoarjo, East Java, 2005
6
30
25
20
Pre
Post
15
10
5
0
1
2
3
4
5
6
7
8
9
10 11 12 13 14 15
4. Emotional
Surprisingly only 2 respondents show no change of their emotion, the rest increase
with range between 1- 5. (Figure 4)
Maximal score emotional aspects is 21
Figure 4.Pre-Post Test Score for Emotional aspect of respondents
Citra Cendekia School, Sidoarjo, East Java, 2005
25
20
Pre
15
Post
10
5
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
5. Academic Ability
7
The results excited, although 3 show no change , but 4 respondents increase
remarkable score more than 10, the rest the score between 1- 7 (figure 5)
Maximal score academic ability is 46
Figure 5 Pre-Post Test Score for Academic ability of respondents
Citra Cendekia School, Sidoarjo, East Java, 2005
60
50
40
Pre
30
Post
20
10
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
5. Statistically analyses
Using One sample T –test shown that
4 aspect significantly difference were :
 Social interaction
 Communication
 Emotion
 Academic
The only not significant was Motoric behavior ( Table 6)
Table 2. T- test for 5 aspects One- Sample Statistic
Citra Cendekia School, Sidoarjo, East Java, 2005
One –Sample Test
Variables
Social interaction
Communication
Behavior
Emotion
academic
Test Value = 0
T
4,846
4,110
1,348
5,488
3,864
df
14
14
14
14
14
Sig.(2tailed)
,000
,001
,199
,000
,002
Mean
Difference
2,9333
2,4000
,6667
2,1333
5,2000
95 % Confidence
Interval of the
Difference
Lower
Upper
1,6352
4,2315
2,4000
3,6524
,6667
1,7271
2,1333
2,9671
5,2000
8,0867
8
Daily Behavior change
This information from parents and therapist teachers’ observation.
a. Decrease hyperactivity
b. Easy for communication
c. Decrease aggressiveness
d. Better response
e. Decrease temper tantrum
f. Deep sleeping
g. No constipation
h. Decrease cries without reasons
i. Better eye contact
DISCUSSIONS
In autism cases many Factors can influence recovery progress such as :
a. Severity grade of autism
b. Age of the cases. More younger better results.
c. Intensity therapy. Lovas standard therapy needs 40 hours weekly.
d. Complete comprehensive therapy
e. Intelligent Quotient of the child
f. The brain damage specific area and luasnya
g. Parents and family participation , understanding the whole family and maintaining diet
and therapy.
Statistically revealed good results especially for aspect of Social interaction, communication,
emotion and academic. Base on all figure, revealed some cases did not show change, this
phenomenon should be explored more intense to find the reasons.
Although many studies had been done with promising results , but Inner power could not
measure by objective instrument. This constrain still big questions for standard therapy.
To explore the effectiveness of inner power therapy as complements therapy for autism still need
more research with more than 50 samples to be studied.
REFERENCES
9
Effendi, Irmansyah. 2001. Rei Ki Effective technique for Impressive Healing Capability,
PT.Gramedia Pustaka Utama, Jakarta.
Gatra, (17 Mei 2003). Many Way to break the chain , Jakarta.
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other behavior children PT. Bhuana Ilmu Populer, Jakarta.
Hoedijono, Sulistyowati. Exploring mysterious inner power through research , LSP-Satria
Nusantara Pusat, Yogyakarta.
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Prov. P.R. China, 2002
Hoedijono, Sulistiyawati et al, Passive Inner Therapy for Cerebral palsy, 1997
Hoedijono Sulistiyawati et al. Active Inner Power Therapy for Asthmatic Patients
Kalangie, Nico S.1994. Culture and Health : Primary Health Care Development through
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Liswardi, Yopit. 2000. Secret of Chikung Therapy , PT.Elex Media Komputindo Kelompok
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-------------------, 1999. Activating Individual Power for healing, PT. Elex Media Komputindo
Kelompok Gramedia, Jakarta.
Lumbantobing.2001.:Mental Retarded Children , Learning Disturbance, Attention Deficit Learning
Disorders, , Autisme, Balai Penerbit Fakultas Kedokteran Universitas Indonesia, Jakarta.
Macmud NS, Amir. 1997. Exploring Inner Power Mystery, CV.Bahagia,Pekalongan.
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Maryanto. 2001. Satria Nusantara Science, Edisi III ,Yayasan Satria Nusantara, Yogyakarta.
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Masruri.1995.Secret of Inspiring Inner power and Sixth Sense, CV.Gunung Mas, Pekalongan.
Nakita, 2002 Handle Autistic Child , PT. Gramedia . Jakarta.
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Pratiknya, Ahmad Watik, 1993 Basic Medical Research Methodology PT.Raja Grafindo Persada,
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Suparto, Haryadi. 2002. Satria Nusantara Respiration Arts, Aspects of Health Arts LSP-Satria
Nusantara Pusat, Yogyakarta.
Syafriyanur. 2000. Guidance for Satria Nusantara Inner Power Healing, Laboratorium Penelitian
Dan Pengembangan Pelayanan Penyembuhan Tenaga Dalam, Surabaya.
Taylor, Eric.1992. Hyperactive Children, For Parents Direction, Jakarta, PT.Gramedia Pustaka
Utama, Jakarta.
Yatim, Faisal. 2002. Autism Psychologic Disorders in Children , Pustaka Populer Obor, Jakarta.
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Pengembangan Anak Autistik Dalam Perspektif Pendidikan, PGPLB FIP UNESA.
a. Student’s identity
10
1. Name
:
2. Age
:
3. Sex
:
4. Disorder’s type :
5. Date
:
b. Symptoms
1. Social interaction ability :
a. Eye contact While talking
1. > 10 sec ( 3 )
2. 7 - 9 sec ( 2 )
3. 5 – 6 sec ( 1 )
4. < 5 sec ( 0 )
b. Response for others persons calling
1. Answer or turn head once
2. Answer or turn 2-3 times
3. Answer or turn > 3 times
4. No Response > 3 times
c.
Embracing reaction
1. No Rejection
2. First agree then reject
3. Reject to embrace but agree to close
4. Reject to close and embrace
d. Playing around
1. Plays with more 1 friends
2. Plays with I friend with 1 try
3. Plays alone with roley one try
4. Plays alone without try
e. Expression while learning in class
1.
2.
3.
4.
f.
Enthusiastic and cheerful
Enthusiastic but not cheers
No Enthusiastic and reaction
No Enthusiastic and blank
Using Toys
1. Plays with toys
2. Plays without toys
3. Communication ability
a. Speech ability
1. Clear pronunciation
2. Articulation not clear for 2- 5 sound
3. Articulation not clear for all
4. No sound
b. Pay attention to others talking
1. Right response or answers
2. Wrong response or answers
3. Cannot understand
c.
Expression emotional and thought ability
1. Clear understand able
2. Unclear talking, need repeat 3 - 4 times
3. Can understand
d. Discussions ability
1. Good response for discussion
11
2. Discussion difficulties with teacher
3. Difficult to understand
e. Repeated sounds or words
1. Never
2. Seldom, 1 – 3 times/day
3. Often > 4 times/day
f. Express their need and demand
1. Clear expression
2. Express by speech and body sign
3. Dragging others hand
4. To be silent just watching
g. Replacement personal substitute
1. Right mentioning the personal substitute (man, sir, etc)
2. Wrong mentioning personal substitute
3. Specific words to call somebody
4. No sounds only with finger sign
12